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Postsecondary programs for non-traditional students, including many specifically designed for students with intellectual disabilities (ID) and/or developmental disabilities (DD), present new questions. Many of these programs aim for some type of full inclusion, including living on campus, taking classes, generating college transcripts, and socializing with other college students. The successes of such programs have made headlines, although the question of exactly what students’ experiences mean in the wider cultural context of employability, independence, and social capital are unclear. It is also unclear that the voice of the actual participants is well-recognized in the design and assessment of such programs. This chapter will frame postsecondary education programs for ID/DD, with recognition of the importance of the “service user” voice and individual program experiences. It will consider the wider extent to which new ID/DD postsecondary identities are affecting pedagogy and research in the postsecondary educational landscape, and the ethical questions generated.